1. Assessment of Bilingual Students
Family Feud
Assessment of Bilingual Students
Gottlieb, M Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

2. Chapter 1 Top 6 Answers on the Board
Name the types of teachers who might work with English Language Learners.
p.4

3. Chapter 2 Top 3 Answers on the Board
Name the different types of supports for English Language Learners. p. 29

4. Chapter 3 Top 4 Answers on the Board
Name the language domains. Throughout chapter 3

5. Chapter 4 Top 4 Answers on the Board
Name the core content areas in which English Language Learners will be required to learn both language and content. Throughout chapter 4

6. Chapter 5 Top 4 Answers on the Board
Name the phases for preparing the classroom for assessment. p. 90

7. Chapter 6 Top 4 Answers on the Board
Name the types of rubrics used to assess student performance. p. 117

8. Chapter 7 Top 5 Answers on the Board
Name the types of graphic organizers that could be used across core content areas to support English Language Learners. p. 135

9. Chapter 8 Top 6 Answers on the Board
Name the different ways standardized test scores are reported. p. 153 & 154

10. Chapter 9 Top 5 Answers on the Board
Name the most common types of entries that an assessment portfolio might contain. p. 178

11. Grading Systems: The Bridge to the Future
By: Tameka Caldwell

12. Using Student Portfolios for Assessment and Grading
What is a portfolio?
Represent of students’ accomplishments
Different kinds of portfolios
What is an assessment portfolio?
A systematic collection of the processes and products original of student work
A collection of associated documentation

13. Can assessments portfolios be used as part of the grading scheme?
Classroom or large-scale level (school, district, state)
Yes, if procedures are put in place to ensure care, maintenance, and reliability.
How can assessment portfolios be helpful?
If assigned grades based on English language proficiency & academic content standards, assessment portfolios are useful for teachers who have ELL students who are:
Transferring schools within district
Reclassified into a new English language proficiency level
Eligible for transitioning from support services
Considered for prereferral to special education

14. Features of Assessment Portfolios
Designed and centered on authentic context to capture English language learner’s language proficiency and academic achievement through performance assessment.
If designed properly, portfolios could represent:
Learning in students’ native language and literacy development
Interdependence between oral language and literacy development
Integration of language and content
Higher-level thinking through extended tasks and projects
Students’ personal reflections & self-assessment
Portfolios should be portraits of students.
Who they are
What they can do
How they communicate

15. Contents of Assessment Portfolios
Voices in an Assessment Portfolio
Student
Student & Teacher
Teacher
District Mandate
Designing Considerations
Student’s age, level of English language proficiency & familiarity with portfolios
Types of Entries
Summary Sheet
Original samples of student work & rubrics/narrative feedback
Multimedia Entries
Quizzes & Tests
Peer or student assessment/reflection

16. Reporting Grades through Portfolio Conferences
Teacher-Student Conferences
Student involvement
Mid to high level ELL students may lead conference
Low level ELL students may be guided by teacher
Purpose: strengthen instruction and bond between teacher & student
Family Member Conferences
“Portfolio Night”
Follow-up teacher/family member/student conference

17. Website Resources
Assessment Toolbox – categorized very well & provides portfolio ideas/assignments by subject)
Different types of assessments for ESL students
Different types of assessments for regular & ESL students

18. Websites http://www.pgcps.org/~elc/portfolio.html
Detailed information on assessment portfolios
Sample portfolio ideas/assignments
Elementary School
High School